The changing emphasis of mental health and learning disability nurse education in the UK and ideal models of its future development.
This paper reports the findings of a research study funded by the English National Board for Nursing, Midwifery and Health Visiting (ENB), which explored the impact of community care reforms on mental health and learning disability nurses and their practice. In this study we were struck by the diver...
| Publicado en: | Journal of Psychiatric & Mental Health Nursing (Wiley-Blackwell) Vol. 5; no. 1; pp. 41 - 52 |
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| Formato: | tables/charts Journal Article |
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Wiley-Blackwell
Feb98
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107263462&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107263462 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13510126 81W jtl: Journal of Psychiatric & Mental Health Nursing (Wiley-Blackwell) issn: 13510126 maglogo: Y pubinfo: dt: Feb98 vid: 5 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 107263462 107263462 1998035120 10.1046/j.1365-2850.1998.00089.x NLM9573981 107263462 ppf: 41 ppct: 11 formats: tig: atl: The changing emphasis of mental health and learning disability nurse education in the UK and ideal models of its future development. aug: au: Norman IJ affil: Department of Nursing Studies, King's College London, Cornwall House, Waterloo Road, London SE1 8WA sug: subj: Education, Nursing United Kingdom Information Needs United Kingdom Psychiatric Nursing United Kingdom Learning Disorders Nursing Funding Source United Kingdom Health Policy United Kingdom Nursing Theory Intellectual Disability Nursing ab: This paper reports the findings of a research study funded by the English National Board for Nursing, Midwifery and Health Visiting (ENB), which explored the impact of community care reforms on mental health and learning disability nurses and their practice. In this study we were struck by the divergent views of our respondents about the nature of mental health and learning disability nursing as practice disciplines and the implications of these views for the future shape of preregistration educational preparation. We noted, in particular, the debate between those who advocate what is referred to as specialist educational preparation and others who favour generic preparation. The specialist-generic debate is relevant to nursing as a whole but was magnified in the context of our study because genericism was perceived by many of our respondents as a threat to the minority branches and especially to those (arguably mental health and learning disability) that are not rooted in the biomedical tradition of general nursing. This paper seeks to contribute to this debate as it impinges on the two nursing specialties by developing models of future nurse education grounded in the empirical data from our research and interrogating them to draw out their central features. Two models are clearly independent: the 'specialist' and the 'generic' models. Another three models are partial in that they draw upon the first two: the 'pragmatic' model, the 'unity-of-nursing' model, and the 'social care' model. A common feature of the pragmatic and unity-of-nursing models is that they support the existing DipHE programme, which is now the dominant form of preregistration nurse preparation in the UK. The social care model is applicable principally to learning disability nursing. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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